{"title":"基于问题的学习与护理过程相结合对护理专业学生临床推理、沟通技巧态度和护理过程能力的影响：准实验研究。","authors":"Ji Sun Lee , Hae Kyoung Son","doi":"10.1016/j.nepr.2024.104131","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effects of problem-based learning integrated with the nursing process on clinical reasoning, communication skills attitude and nursing process competency of nursing students.</div></div><div><h3>Background</h3><div>Systematic and integrated application of nursing process in various nursing scenarios are necessary as an alternative to limited learning experiences during conventional lectured-based learning. Thus, an innovative nursing curriculum should be developed by adopting problem-based learning integrated with the nursing process, the effectiveness of this process should be tested to improve the quality of nursing education and explore effective educational strategies.</div></div><div><h3>Design</h3><div>A quasi-experimental non-equivalent control group pre-test and post-test design.</div></div><div><h3>Methods</h3><div>The study was conducted from September to October, 2023. Third-year nursing students who were selected by intentional sampling were allocated to the control (n=69) and experimental (n=87) groups. The control group participated in conventional lectures, whereas the experimental group participated in the problem-based learning integrated with the nursing process (six sessions) regarding various high-risk obstetrics and gynecology nursing. Thereafter, the students completed structured questionnaire on Google surveys including items on clinical reasoning, communication skills attitude and nursing process competency.</div></div><div><h3>Results</h3><div>Clinical reasoning (t=-4.599, p=<.001), communication skills attitude (t=-1.848, p=.033) and nursing process competency (t=-3.795, p<.001) increased significantly more in the post-test for the experimental than the control group.</div></div><div><h3>Conclusions</h3><div>This study shed light on the learning effects that enable effective communication and enhance confidence in nursing students for applying clinical reasoning and the nursing process based on various high-risk obstetrics and gynecology nursing modules. Moreover, learners are expected to experience knowledge expansion and transfer through reasoning and application. Therefore, modules of high-prevalence diseases should be developed for various nursing major courses and problem-based learning integrated with the nursing process linked to these modules should be designed for use in nursing classes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104131"},"PeriodicalIF":3.3000,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effects of problem-based learning integrated with the nursing process on clinical reasoning, communication skills attitude and nursing process competency among nursing students: A quasi-experimental study\",\"authors\":\"Ji Sun Lee , Hae Kyoung Son\",\"doi\":\"10.1016/j.nepr.2024.104131\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Aim</h3><div>This study aimed to evaluate the effects of problem-based learning integrated with the nursing process on clinical reasoning, communication skills attitude and nursing process competency of nursing students.</div></div><div><h3>Background</h3><div>Systematic and integrated application of nursing process in various nursing scenarios are necessary as an alternative to limited learning experiences during conventional lectured-based learning. Thus, an innovative nursing curriculum should be developed by adopting problem-based learning integrated with the nursing process, the effectiveness of this process should be tested to improve the quality of nursing education and explore effective educational strategies.</div></div><div><h3>Design</h3><div>A quasi-experimental non-equivalent control group pre-test and post-test design.</div></div><div><h3>Methods</h3><div>The study was conducted from September to October, 2023. Third-year nursing students who were selected by intentional sampling were allocated to the control (n=69) and experimental (n=87) groups. The control group participated in conventional lectures, whereas the experimental group participated in the problem-based learning integrated with the nursing process (six sessions) regarding various high-risk obstetrics and gynecology nursing. Thereafter, the students completed structured questionnaire on Google surveys including items on clinical reasoning, communication skills attitude and nursing process competency.</div></div><div><h3>Results</h3><div>Clinical reasoning (t=-4.599, p=<.001), communication skills attitude (t=-1.848, p=.033) and nursing process competency (t=-3.795, p<.001) increased significantly more in the post-test for the experimental than the control group.</div></div><div><h3>Conclusions</h3><div>This study shed light on the learning effects that enable effective communication and enhance confidence in nursing students for applying clinical reasoning and the nursing process based on various high-risk obstetrics and gynecology nursing modules. Moreover, learners are expected to experience knowledge expansion and transfer through reasoning and application. Therefore, modules of high-prevalence diseases should be developed for various nursing major courses and problem-based learning integrated with the nursing process linked to these modules should be designed for use in nursing classes.</div></div>\",\"PeriodicalId\":48715,\"journal\":{\"name\":\"Nurse Education in Practice\",\"volume\":\"81 \",\"pages\":\"Article 104131\"},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2024-10-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education in Practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1471595324002609\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595324002609","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
The effects of problem-based learning integrated with the nursing process on clinical reasoning, communication skills attitude and nursing process competency among nursing students: A quasi-experimental study
Aim
This study aimed to evaluate the effects of problem-based learning integrated with the nursing process on clinical reasoning, communication skills attitude and nursing process competency of nursing students.
Background
Systematic and integrated application of nursing process in various nursing scenarios are necessary as an alternative to limited learning experiences during conventional lectured-based learning. Thus, an innovative nursing curriculum should be developed by adopting problem-based learning integrated with the nursing process, the effectiveness of this process should be tested to improve the quality of nursing education and explore effective educational strategies.
Design
A quasi-experimental non-equivalent control group pre-test and post-test design.
Methods
The study was conducted from September to October, 2023. Third-year nursing students who were selected by intentional sampling were allocated to the control (n=69) and experimental (n=87) groups. The control group participated in conventional lectures, whereas the experimental group participated in the problem-based learning integrated with the nursing process (six sessions) regarding various high-risk obstetrics and gynecology nursing. Thereafter, the students completed structured questionnaire on Google surveys including items on clinical reasoning, communication skills attitude and nursing process competency.
Results
Clinical reasoning (t=-4.599, p=<.001), communication skills attitude (t=-1.848, p=.033) and nursing process competency (t=-3.795, p<.001) increased significantly more in the post-test for the experimental than the control group.
Conclusions
This study shed light on the learning effects that enable effective communication and enhance confidence in nursing students for applying clinical reasoning and the nursing process based on various high-risk obstetrics and gynecology nursing modules. Moreover, learners are expected to experience knowledge expansion and transfer through reasoning and application. Therefore, modules of high-prevalence diseases should be developed for various nursing major courses and problem-based learning integrated with the nursing process linked to these modules should be designed for use in nursing classes.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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